000 02129nam a2200409 4500
001 12420
010 _a052136051X
090 _a12420
100 _a20071112 1990 y0pory5003 ba
101 0 _aeng
102 _aUS
200 1 _aVygotsky and education
_einstructional implications and applications of sociohistorical psychology
_fed. Luis C. Moll
210 _aCambridge
_cCambridge University Press
_d1990
215 _a439 p.
464 1 _tAssisted performance in writing instruction with learning-disable students
_0127249
464 1 _tDetecting and defining science problems : a study of video-mediated lessons
_0127250
464 1 _tZone of proximal development as basis for instruction
_0127251
464 1 _tCreating zones of possibilities : combining social contexts for instruction
_0127252
464 1 _tWriting as a social process
_0127253
464 1 _tLearning to read and write in an inner-city setting : a longitudinal study of community change
_0127254
464 1 _tChanges in a teacher's views of interactive comprehension instruction
_0127255
464 1 _tDevelopment of scientific concepts and discourse
_0127256
464 1 _tVygotsky in a whole-language perspective
_0127257
464 1 _tVygotskian interpretation of reading recovery
_0127258
464 1 _tTeaching mind in society : teaching, schooling, and literate discourse
_0127259
464 1 _tVygotsky, the zone of proximal development, and peer collaboration : implications for classroom practice
_0127260
464 1 _tSocial origins of self-regulation
_0127261
464 1 _tVoice of rationality in a sociocultural approach to mind
_0127262
464 1 _tCognitive development and formal schooling : the evidence from cross-cultural research
_0127263
464 1 _tHistorical context of vygotsky's work : a sociohistorical approach
_0127264
464 1 _tVygotsky : the man and his cause
_0127265
464 1 _tIntroduction
_0127266
606 1 _aPsicologia Educacional
686 _a3500 - Psicologia Educacional
702 1 _aMoll
_bLuis C.
_ced.
856 4 _uhttps://catalogo.ispa.pt/opac/biblioteca/localizacao_doc/e2.htm